Displaying results 31 - 60 of 128 in total
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
courses (Authors 1 and 2) met every other week to discuss the students’ progress andmake instructional adjustments whenever necessary. By meeting to reflect on the students’progress, professors shared the underlying beliefs that graduate students overwhelmingly held.So, a closer look at the survey data and reflections merited further analysis. The data in theseresults point to some of these deficit ideologies in greater detail.Study LimitationsDue to the nature of the case study design [43] (rather than a case-control design), an appropriatecontrol or comparison group that included funded teaching assistants across the engineeringdisciplines that was not required to take the engineering education course was not identified.This study does not aim
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
within department curricula. PD.2 Examination of disparities related to identityPP.3 Expand the definition and balance of scholarly (racism, sexism, xenophobia, classism, work that is valued in computing departments. ableism, homophobia, transphobia, and more)PP.4 Recognize and address the oppressive nature (e.g., and how they’re reflected in CS education and ableism, elitism, misogyny, and racism) of the the tech industry. hiring, promotion, and tenure processes. PD.3 Reflection on the current state of identity-PP.5 Provide comprehensive, IIC-informed professional inclusive computing in schools, departments, development for faculty, staff
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kai Jun Chew, Embry-Riddle Aeronautical University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
provocative lens toprovoke thoughts from the students by having them reflect and juxtapose their current learningexperience in engineering classrooms with hypothetical environments envisioned by hook. Theoutcome of such reflection and juxtaposition can provide foundational knowledge to assist in theefforts to identify “features” in engineering classrooms and pedagogies that perpetuate cisgenderand heteronormative elements in engineering education. It must be noted that this is a pilotresearch study that strives to produce knowledge to help contribute to future efforts to reimagineengineering classrooms and pedagogies. Thus, no direct engagement with faculty andadministrators is expected in this pilot study.Literature review In engineering
Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
participation in postsecondary spaces. We willdefine disability and describe our choice to use both identity- and person-first language. We willdiscuss our choice to prioritize research that highlights disabled student voices.Our literature review will explore: which disabilities have been the focus of research in highereducation; problematic practices that require increased disabled student self-advocacy rather thansystemic changes; the reasons for students’ reluctance to use accommodations; the weaknesses ofthe accommodations approach; and suggestions for moving beyond accommodations. We willconclude by offering recommendations and reflections for researchers who want to researchdisabled students.The purpose of this paper is to provide a place to
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
urban communities within the mid-Vancouver Islandregion.1.2 OverviewThis paper is the first in a series that chronicles the development and honing of the survey instrumentand the preliminary results, analyses and observations leading from it. The primary purpose of thispaper is to summarize the iterative process that was involved in creating the surveys. Subsequentpapers will provide detailed analyses of the survey results.The presentation of the development of the survey mirrors our iterative process, which moved frominitial development of a fourth-year survey, follow-up interviews, a reflection based on the responsesand literature, followed by a first-year survey, and follow-up interviews. While the primary objectivefor both the survey and
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
participant identity, allresponses were collected anonymously to encourage free sharing without repercussions [17].Moreover, respondents indicated who could read their story by answering the question, “Whowould you share this story with?” and they had the option of answering: 1) Everyone 2)Researchers Only, or 3) No one [17]. Participants who chose options 1 and 2 were used to completedata analysis and reported responses to this question were filtered by option 1.SenseMakerData collection was accomplished through the platform SenseMaker. Sensemaking is a researchapproach used to understand complex and ambiguous data such as narratives [18]. This tool usesmixed methods analysis to allow participants to use quantitative responses to reflect on their
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
organizational change at the graduate level within one university’s College ofEngineering (COE). As members of this center strive to make equity-focused changes within theCOE, we must ensure our thinking considers the decentralized nature of graduate educationwithin the institution. Moreover, we must also grapple with faculty resistance to change,regardless of reason. The purpose of this work-in-progress research study is to report on thedevelopment of a reflection instrument that can be used to assist change leaders in determiningtheir unit’s readiness for change. In particular, we will report on instrument development,piloting results, and the current instrument iteration. We leverage the Competing Values CultureFramework (CVCF) to better understand
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
receiving social and cultural capital 3. To engage with extant campus programming that allows participants to reflect, and meaningfully address, factors that contribute to STEM persistence across STEM disciplines. a. Participating faculty have opportunities to participate in campus-wide programming, based on their individual interest, to gain a stronger understanding about the experience of students from minoritized populations to enhance their understanding, and utility, of the content they learn in the professional development experience, and to satisfy their elective requirement. b. To create a sustainable
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
both chromebooks and Ipads that wereprovided by the research team. The group were split in half to ensure less issues with internetconnectivity, where one group worked on the name tag activity while the other world onanswering the engineering question. Week three consisted of a set of reflection questions intended to help youth identifyproblems they may want to solve by the end of the project workshop. We did this using anotherset of poster boards ideation prompts. The first board prompted youth to walk through their dailyroutine and categorize into six different time periods: waking up, morning, noon, late afternoon,night, and bedtime. Youth were encouraged to add in any parts of their routine for every part ofthe day. Research team
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
teammembers’ expertise as well as their high level of social perceptiveness, resulting in an increase ofparticipation and a decrease in biases amongst team members [4]. Women working in teams alsodemonstrate higher interactive and co-operative work styles that improve a team’s overallprocesses and management skills. Garcia et al. [5]and Ostergaard et al. [6] found an increase indiverse knowledge and perspectives that originated from different career paths due to thecomposition of gender-diverse teams.Some studies also consider that diversity could create discomfort in teams because social identitypredicts that the difference in knowledge, and experience can make communication difficult andincrease competitiveness [6]. This may be reflected in
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
development can be developed to supportmore inclusive practices in engineering. According to Grayson [34], engineering education in the United States was founded inthe military to address a pressing need for surveying and construction skills. By World War II,engineering schools in the US enrolled a large number of men and trained them in technicalskills needed for the war. There were very few women or people of color enrolled in engineeringschools, particularly since the military was only composed of White men during this time period.These historical exclusionary roots contributed to the formation of an engineering culture thatwas reflected in its disciplinary norms. Tonso’s [35] work in engineering classrooms in the1990s revealed how
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
qualitativecomments about each other at 4 points during the term. We tracked patterns of coded languageuse [27] amongst selected teams, and did a deep analysis of how coded language increased inintensity across the term. We also assessed how minoritized teammates indicated warnings oftheir marginalization. We have reported some analysis from these data elsewhere [27], [28], [31].Finally, we conducted a diary study during spring 2022, much delayed from our originaltimeline. We conducted in-person initial interviews with diary participants who were recruitedbased on their self-indicated identities as someone from a historically excluded group inengineering, using the device of a career journey map to structure the conversation. We thenasked them to reflect on
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering Education Network, and an Associate Editor for the Journal of Engineering Education. Dr. Turns has published over 175 journal and conference papers on topics related to engineering education
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Abstract In order to inform a discussion of silenced communities within systemic processes, we examine the ASEE Diversity Recognition Program (ADRP) as a step towards amplifying re- flexive and critical activities already occurring within ASEE. In light of recent concern over the ADRP as a means of disrupting minority marginalization in Engineering Education1 , we reflect on the origins of the program as well as how to proactively shift the program’s cultural context to one of greater criticality about Diversity, Equity and Inclusion (DEI) in engineering, broadly. To investigate this more deeply, our research questions for this study were: What have other organizations used to anoint2 member
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
questions measure the constructs as intended by the authors. However, themajority of validation studies in engineering education do not look at how items function forsubgroups of learners, particularly different racial, ethnic, and cultural groups [1]. Evenframeworks designed to improve the validity evidence provided regarding an assessment’s score,still leave out evaluations of fairness [2]–[4]. To gain a better understanding of how wellengineering assessment contexts are reflective of the diverse experiences of engineering studentsin the U.S., this work-in-progress paper explores the contexts of concept inventories from asociocultural perspective. The purpose of this WIP paper is to identify contexts that are used in three
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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- Culture & Social Justice in Education Division (EQUITY), Equity
convey their values and goals. Meaningfulcollaboration between engineers and community partners can empower students, but superficialengagements may undermine their transformative potential. This research uses signaling theoryand the Fitzpatrick Skin Type Scale to assess whether local diversity is reflected on websites andunderscores the importance of diversity representation for credibility in environmental advocacy,offering a valuable approach for educators seeking authentic community partnerships.Key words: Diversity, representation, community partnershipsIntroductionAcross many fields of education, leveraging organizational websites proves instrumental incultivating connections and diversifying partnerships for faculty and students
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
disclosed in the application. The final participation pool was from four different engineering departments, representedmultiple gender and sexual identities, disability statuses, and racial identities. Additionally, manyof the students in the program were international students. Exact identities and participationdemographic statistics have been withheld to protect participant anonymity.Program Facilitation The program itself was based on the success of other first year mentorship programs at theuniversity [11]. The mentorship program officially began in January of 2024. The mentors werefirst invited to attend a one-hour onboarding and mentorship training, in which they were providedwith program specifics, and we reflected on
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
influence transgender and gender nonconforming (TGNC) students’interests in and intentions to pursue engineering? This paper aims to provide preliminary insightsinto TGNC students participating in this course by exploring their unique perspectives. Anunderstanding of TGNC student experiences in the e4usa course will help to improve the course,while also exposing the policies and practices in the field of engineering that continue tomarginalize these students.Limitations We acknowledge our small sample size as a major limitation of this quantitativeexploration of TGNC student experiences in a pre-college engineering course. Our sample size issmall, but it is also unfortunately reflective of the overall TGNC representation in engineering.The
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
hierarchy, which in turn is responsible for supervising and coordinating the work of subordinates. Employment in a bureaucratic organization is expected to be full time and long term, with opportunities for advancement—in short, a career. (p. 3)In many organizations today, such bureaucratic arrangement has morphed into more flexible and“flat” structures (see [3])—but even within those structures, with smaller manager ranks andfewer hierarchical levels, people report to people, i.e., accountability and decision-makingauthority rolls up from contributor to leader.Overall, these relationships reflect an organization’s reporting structure. A reporting structurecaptures three key features of work: chain of command, span of control, and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
a better world. The purpose of this work-in-progress (WIP)paper is to explore the experiences of dis/abled, queer, AFAB1 STEM graduate studentsnavigating a culture of productivity in their educational journey. This WIP paper offers a narrowpreview of the findings in a larger exploratory study. This paper begins to untangle some of theintricacies in a short narrative excerpt through a neoliberal-critical, ableism-critical, and queerlens. This paper offers an invitation to the STEM community to collectively reflect on andengage in conversation regarding our cultural norms and assumptions.IntroductionAcademia has been shaped by a culture of productivity. Responding to the scarcity of resources,postsecondary institutions have embraced
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, requiring us to consistently reflect on oursubjectivities as researchers. Two of the authors self-identify as neurodivergent learners, whichmakes having two neurotypical learners as collaborators ideal for identifying our reflexivities,including assumptions and overgeneralizations. We consistently review our work for logicalfallacies that influence interpretation. In addition to addressing positionality, the initial surveycollected a relatively small sample size for data analysis, given the institutional size. We chose topursue our personalized implementation method to avoid current institutional barriers regardingspecific topics that would have required lengthy administrative review. However, the process didallow for further insight that we can
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
participation in engineering [9]. Engineering faculty receive limitedpedagogical training during their academic preparation, and they are even less likely to haveexposure to inclusive teaching practices [10]. Faculty play a critical role in fostering minoritizedstudents’ sense of belonging within engineering culture [11], [12], which has importantimplications for student success [13]. When instructors do not reflect on the impact of theirpositionality on the student experience, they may inadvertently perpetuate systemic biases andinjustices through their academic policies, teaching strategies, and assessment practices [14].Marginalization within engineering education is further impacted by faculty mindsets related tostudent learning [15]. When faculty
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Raul Mishael Sedas, Caltech; LIGO
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- Culture & Social Justice in Education Division (EQUITY), Equity
, materials utilized, and the contextual environmentsin which everyday ingenuity manifests. Figures 1 to 3 display the participants' words about theeveryday ingenuity examples sourced from the online blog by Marjoram & King [31]categorized into Furniture, Outdoors, Indoors, and Transport.Figure 1 Shower Curtain RailFigure 2 Chair RepairFigure 3 Bicycle Wagon BedThe collection of the blog photos served as a catalyst for participants to recognize and reflect onthe prevalence of everyday ingenuity in their own lives and cultural contexts. It prompteddiscussions among participants and facilitators about their parents' involvement in everydayingenuity and the reuse of items in their childhood households. This exercise helped participantsto recall
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
]), I present an argument in this paper that ChatGPT is animportant tool for creating equitable access, especially for international students or students withtraditionally marginalized identities in engineering education. I present this from thepositionalities of student educators in engineering courses with reading and writing componentsand as international students in the US having relied on machine translation in their own studentexperiences. Using an approach similar to Coppola and Turns [11], I draw upon findingsgathered from interviewing other instructors of engineering courses within my department, aswell as a reflection of my own experiences as an instructor in engineering courses. I presentmicrocultures of student experiences of using
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
; Paper StyleThe team of authors was formed through a shared interest in exploring life as engineeringeducators outside academia. The call for collaboration was extended via LinkedIn, which yieldeda diverse group of participants, though perhaps not uncoincidentally – all women. Our team,initially intended as a panel for the ASEE 2023 conference, evolved into this collaborative paperafter the panel's rejection, emphasizing the importance and relevance of our stories in the broaderdiscourse of engineering education.Thus for the paper, each author was invited to respond to a set of six questions crafted by thelead author, reflecting on their individual journeys outside academia. This panel-style approachallowed for both personal reflection and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
students across both iterations, along with students’ final projects andwritten reflections on the awareness events [8].There was some shift in students’ perceptions of the issue of homelessness. Pre- and post-responses revealed that the deficit perspective that homelessness is the result of inherentindividual characteristics was mostly present in pre-surveys and decreased but did not disappearafter the project [8]. Students' written reflections demonstrated their surprise that their previousnotions of the causes of homelessness and the demographics of individuals experiencinghomelessness were inaccurate or incomplete [31]. However, several students did present acritical and systemic view of social injustices, mostly in their post-responses [8
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
descriptions of stretch assignments, theirlearning experiences around stretch assignments, and the insights they have gleaned aboutadvancement, placing their words in conversation with previous sociological research on workassignments and workplace inequality. Our findings show how the dimensions of these types ofassignments are not at all clear and unified, with participants’ descriptions reflecting a mixture ofoften inconsistent and contradictory understandings, such as: random, meritocratic, ad hoc,sought on one’s own, given by top leaders, exploitative, beneficial, enjoyable, and scary. Suchassignments are conceived as important for advancement or even “secretly” required forpromotion, but there is no consensus on how to access them or connect
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
the only person in a computing class who has my racial identity.3. *I am comfortable discussing topics related to race and racial discrimination with computing department faculty and/or staff who: a. *Have the same racial identity as me b. *Do not have the same racial identity as me4. *I feel like people assume my performance in class reflects my racial group.5. *I feel like I must suppress aspects of myself to be successful in my computing department.Construct 4: Perceptions of Race1. *I consider myself very knowledgeable about topics related to race.2. *Black, Native/Indigenous, and Latinx people are underrepresented in computing majors. Depending on who you ask, some people think it is because of one or more of the
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
-standard English speaker) as powerless, inadequate, or deficient.Theoretical FrameworkIn this paper, we draw from Flores and Rosa [26] conceptualization of raciolinguistics to analyzehow engineering is portrayed and communicated in social media memes, and the potential ofthese in influencing how discourses around engineering identity are constructed.We pay particular attention to raciolinguistics because memes are not just humorous orentertaining images; they often reflect and reinforce societal norms, values and power dynamics,including those related to race and language. Flores and Rosa [26] introduced the concept ofraciolinguistics, which indicates that language – in all of its forms – is used to construct race, andtherefore influences how
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle
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- Culture & Social Justice in Education Division (EQUITY), Equity
all of our students across the four courses. In a social and political environment thatincreasingly pushed and continues to push for a “return to normal” and reverting to practices thatwere prevalent prior to the start of the Covid-19 pandemic [23], we intended to design aclassroom that would make participation accessible to all students while still meeting courseobjectives. In our assessment of these courses, our personal reflections and indications fromstudent performances and grades reflect that our version of the courses still met establishedlearning objectives and taught students the key skills they needed to get from these courses. Insuch a light, we evaluate the success or failure of our HyFlex modalities. The first and perhaps